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Critical thinking (CT), as an important part of Core Competence, whose importance has been widely recognized all over the world. CT is also listed as one of the most significant competences in the workplace of the 21st century. Association of American Colleges and University (AAC&U) has recognized CT as a basic cultivation objective of Higher Education. What’s more, education scholars and administrators worldwide have come to realize that CT development takes place before college. Hence, OECD (Organization for Economic Co-operation and Development) believes it necessary to cultivate students’ CT during elementary education stage and lists CT as one of the key cognitive abilities. Besides, high schools in Australia have listed CT as one of the cultivation goals, and intentionally cultivate students’ CT through school education. As to China, Professor Lin has listed CT as a part of the “Key Competences” of Chinese high school students. (Lin, 2016)

To sum up, scholars and educators worldwide have recognized the importance and necessity of cultivating and improving students’ CT ability through senior high. However, the current situation of cultivating CT in English education is far from satisfactory. Not a few Chinese students have demonstrated certain deficiency in CT skills, namely explanation, analysis, evaluation, explanation and self-regulation.

1.2 Research Purpose and Significance

The present study intends to explore the effect of discourse-analysis based literature reading teaching on senior high students’ CT ability, thus it could offer some pedagogical suggestions for the teachers and scholars.

On the one hand, CT has been listed as a part of “Core Competencies” by English Curriculum Standards for Common Senior High School (2017) (Ministry of Education, 2018), which makes it necessary for teachers to explore methods to cultivate students’ CT through English class. On the other hand, literature reading has long been considered as a vital source of English learning and plays an important role in cultivating students’ English abilities involving cultural enrichment and mental training. Hence this study attempted to find out whether literature reading teaching has an effect on senior high school students’ CT cultivation, and the teaching method is discourse-analysis based reading teaching.

This research has both theoretical and practical significance. Theoretically, the empirical study in this study provides some statistical findings concerning the effect of literature reading teaching on senior high students’ CT development, which further lends support to the theory of literature reading teaching and CT cultivation.

Chapter Two literature review

2.1 Critical Thinking

Scholars and educators have long been aware of the importance of CT in students’ learning. More recently, English Curriculum Standard of Senior School (2017) has identified CT as one of the core competencies necessary to prepare students for higher education. The purposes of this part of literature review are to explore the ways in which CT has been defined by scholars, learn about the cultivation approaches of CT skills, examine the dimensio本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。